LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 24:1 January 2024
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Comparison of Metaphonological and Reading Skills in an Alpha Syllabary Language between Children with Learning Disability and Their Normal Peer Group

Dr Swapna Sebastian, Dr. Venkataraja U Aithal, and
Dr. Shyamala K C

Introduction

"Specific learning disorder" is a type of neurodevelopmental disorder characterized by persistent difficulties with learning and academic skills (eg, reading, writing, and mathematics) that are substantially and measurably below those expected for their chronologic age. It is believed that such disorders interfere with school performance, work performance, or activities of daily life. The difficulties initially present during the formal school years and are not better accounted for by other conditions (e.g., intellectual disability, visual or auditory impairments, insufficient instruction, psychosocial adversity)(1) .

The child who does not meet the expectations for academic performance in school irrespective of having intelligence in the normal range and normal sensory motor skills and no environmental deprivation has received several different diagnostic labels like “Minimal brain dysfunction”, “strephosymbolia”, “word blindness”, "Strauss Syndrome” and "learning disability". The relationship between phonological disorders and educational problems is of interest to the clinicians working with school aged children since oral language skills are fundamental to the development of many academic skills such as reading and spelling because the use of sounds in symbolic lexical units is a task common to learning to speak, read and write.

The cause of learning disability in children is yet debatable and not clearly understood. Neuroanatomic and neurophysiologic deficits have been attributed as one of the causes (2). Another hypothesis is that poor readers have difficulties with phonemes, which are the smallest unit of sound system. Difficulties in phonological coding and phonemic segmentation were looked into using rhyming tasks where the child is presented with three pairs of rhyming words and required to provide a third word that rhymed with the words in the set. Other strategies such as syllable reversals are used where, the child has to produce syllables in reverse order for both real words and pseudowords, presented both in auditory and visual form. (3,4) Cognitive deficits associated with reading difficulties like meta-language, meta-memory, working memory and short-term memory has also been a focus of research.(5)

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Dr Swapna Sebastian
Professor (Audiology and Speech Pathology)
Department of Otorhinolaryngology
Christian Medical College & Hospital, Vellore 632004
Tamilnadu, India
Email: swapnasanthoshchris@gmail.com

Dr Venkataraja U Aithal
Associate Dean, Professor (Dept. of Speech & Hearing)
Manipal College of Health Professions MAHE
Manipal – 576 104
Karnataka, India
Email: vrajaithal@manipal.edu

Dr Shyamala K. C.
Professor (retired)
All India Institute of Speech and Hearing
Manasagangothri, Mysore 57006
Karnataka, India
Email: shyamalakc@yahoo.com
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